The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Ryan J. Kettler & Kelly A. Feeney-Kettler. For information on obtaining a copy of this review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Jeffrey P. Braden.For information on obtaining a copy of this review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Carlen Henington. For information on obtaining a copy of this review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: Ric Brown. For information on obtaining a copy of this review, email the Renaissance Research Department: research@renaissance.com.

From the abstract: "Academic screener tools are commonly used within the context of multitiered systems of support, and it is expected that they have a high standard of technical adequacy, including reliability and validity evidence. In United States school systems, there are large numbers of students who speak languages other than English with varying levels of proficiency, and it is imperative that well-developed academic screening tools be accessible to active bilingual users/users of English (ABLE) in languages beyond English. This review evaluated the translation process, norming data, and National Center on Intensive Interventions (NCII) standards of academic screening tools that were available in the fall 2023 in early literacy, reading, and math in languages other than English. Information was coded using a rigorous, double-coding process. Findings revealed that academic screening tools for ABLE students are available only in English and Spanish. Very few academic screeners met development criteria for translated measures or met convincing evidence standards established by the NCII. Academic screening conducted in languages other than English is severely constrained by limited availability of high-quality measures. Additional effort should be devoted to developing new measures and appropriately translating and trans-adapting existing measures for ABLE students." Includes Star Alfabetización temprana, Star CBM Lectura, Star Lectura, and Star Matemáticas Citation: Huenergarde, M. C., Floyd, R. G., Harris, B., & Moreno, J. (2026). A systematic review of academic screening tools for active bilingual learners/users of English. Psychology in the Schools, 63(2), 314–331.

"Trends in student outcome measures: The role of individualized Lalilo practice" was independently reviewed and certified by Instructure to meet ESSA Tier 3 standards.

From the summary: "This 2025 study examines the Return on Investment (ROI) of eduCLIMBER, an integrated platform that streamlines whole child data, intervention tracking, and collaborative workflows to enhance teacher decision-making and reduce administrative paperwork. Maddock, Eadens, and Torres analyze user perspectives and comprehensive operational costs including software licensing, teacher salaries, and infrastructure expenses." Citation: Maddock, D., Eadens, D., & Torres, L. (2025). Transforming sense into cents II: Evaluation of eduCLIMBER's impact in a county's schools. International Journal of Educational Leadership Preparation, 20(1), 138-157.The full article is available online: <https://www.icpel.org/uploads/1/5/6/2/15622000/ijelp_volume20_sp_2025.pdf>.The summary is available online: <https://docs.renaissance.com/R68583>.

EduEvidence, formerly the International Certification of Evidence of Impact in Education (ICEIE), has granted Renaissance's Lalilo the Silver badge (ESSA Tier 2) for Efficacy in enhancing learning outcomes.The full certification is available online: <https://eduevidence.org/products/>.

Instructure certifies that Renaissance's Lalilo meets the standards of Every Student Succeeds Act (ESSA) aligning with Level IV "Demonstrates Rationale."(Email research@renaissance.com to request a copy of this study from the Renaissance Research Department.)

EduEvidence, formerly the International Certification of Evidence of Impact in Education (ICEIE) has granted Renaissance's Nearpod the Silver badge (ESSA Tier 2) for Efficacy in enhancing learning outcomes.The full certification is available online: <https://eduevidence.org/products/>.

EduEvidence, formerly the International Certification of Evidence of Impact in Education (ICEIE), has granted Renaissance's Freckle for Math the Silver badge (ESSA Tier 2) for Efficacy in enhancing learning outcomes.The full certification is available online: <https://eduevidence.org/products/>.

Frome the abstract: " One often used approach to increase students' reading frequency is investing in independent silent reading (ISR) at schools: regularly scheduling time during which students read silently in books of their own choice. However, evidence for the impact of ISR is inconclusive and there appear to be important barriers to its effects on students' reading frequency, motivation, and proficiency: particularly struggling readers have difficulties choosing appropriate books, simply allotting time for reading does not guarantee that students read, ISR lacks accountability, and students are not always given the opportunity to interact about what they read. The aim of the current meta-analysis was to test whether additions to ISR that aim to overcome these barriers contribute to the effects of ISR on students' reading. Using outcomes of 51 effect studies covering 56 samples of students in primary and secondary education, we established a small but significant positive short-term intervention effect on overall reading proficiency (Cohen's d = 0.27). We additionally found that additions to ISR were particularly effective for students at risk of reading failure; for stronger readers, effects were absent. Finally, we found a negative effect of help or instruction by the teacher, which suggests that activities during reading might interfere with students' engagement with texts."Citation: Merke, S., Ganushchak, L., & van Steensel, R. (2024). Effects of additions to independent silent reading on students' reading proficiency, motivation, and behavior: Results of a meta-analysis. Educational Research Review, 42. The study is available online: <https://doi.org/10.1016/j.edurev.2023.100572>.

FastBridge CBMreading has been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/ascreening>.